few_shots: Example:
Problem/activity:
Task
Cruz and Erica were both getting ready for soccer.
Cruz ran 1 lap around the school.
Erica ran 3 laps around the playground.
Erica said,
I ran more laps, so I ran farther.
Cruz said,
4 laps around the school is 1 mile, but it takes 12 laps around the playground to go 1 mile. My laps are much longer, so I ran farther.
Who is right? Draw a picture to help you explain your answer.


Mathematical concept/skill options: 
A. Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers.
Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.
B. Extend understanding of fraction equivalence and ordering.
Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.
C. Use equivalent fractions as a strategy to add and subtract fractions.
D. Develop Understanding of fractions as numbers.
Grade 3 expectations in this domain are limited to fractions with denominators 2, 3, 4, 6, and 8.
E. Apply and extend previous understandings of multiplication and division to multiply and divide fractions.
F. Understand decimal notation for fractions, and compare decimal fractions.
Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.


Thought: In this problem, students learn to recognize equivalent fractions. That is, three laps around the playground is 3/12 mile, which is equivalent to 1/4, which is one lap around the school.
Answer: B

Now, assign the following problem or activity to one or more relevant mathematical concepts/skills it teaches.
shot_info: im_task_000212

4
options: Find arc lengths and areas of sectors of circles.

Analyze, compare, create, and compose shapes.

Understand congruence in terms of rigid motions.

Apply trigonometry to general triangles.

Draw and identify lines and angles, and classify shapes by properties of their lines and angles.

Understand and apply the Pythagorean Theorem.

Use coordinates to prove simple geometric theorems algebraically.

Reason with shapes and their attributes.

Translate between the geometric description and the equation for a conic section.

Understand similarity in terms of similarity transformations.

Understand congruence and similarity using physical models, transparencies, or geometry software.

Visualize relationships between two-dimensional and three-dimensional objects.

Solve real-life and mathematical problems involving angle measure, area, surface area, and volume.

Draw, construct, and describe geometrical figures and describe the relationships between them.

Understand and apply theorems about circles.

Explain volume formulas and use them to solve problems.

Graph points on the coordinate plane to solve real-world and mathematical problems.

Make geometric constructions.

Define trigonometric ratios and solve problems involving right triangles.

Prove theorems involving similarity.

Solve real-world and mathematical problems involving volume of cylinders, cones, and spheres.

Experiment with transformations in the plane.

Solve real-world and mathematical problems involving area, surface area, and volume.

Apply geometric concepts in modeling situations.

Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres).

Prove geometric theorems.

Classify two-dimensional figures into categories based on their properties.
problem_activity: Optional activity
The goal of this activity is for students to start to develop a systematic, point-by-point sequence of transformations that will work to take
any
pair of congruent polygons onto one another. This is especially important because when transformations are used in triangle congruence proofs in a subsequent lesson, students will be justifying how they know that a certain transformation will take one triangle onto another. Finding a single transformation that takes each vertex of one triangle onto each corresponding vertex of another cannot be generalized because it is specific to one pair of congruent triangles. In a proof, students must define sequences of rigid transformations that take a given triangle to any triangle with congruent corresponding parts, and justify why that sequence is guaranteed to take each vertex to its corresponding vertex.
Monitor for students who:
Find a single, separate transformation that takes
\(A\)
to
\(A’\)
and
\(B\)
to
\(B’\)
, so that when
\(B\)
goes to
\(B’\)
,
\(A\)
no longer remains on
\(A’\)
.
Look for a single transformation that takes quadrilateral
\(ABCD\)
onto quadrilateral
\(A’B’C’D’\)
all at once.
Line up one or two points and then get stuck.
Systematically line up pairs of corresponding points, then use transformations with fixed points to line up edges. You might find students who use translation, then rotation, then reflection, as well as students who use reflections across perpendicular bisectors and then edges.
Making dynamic geometry software available gives students an opportunity to choose appropriate tools strategically (MP5).
Digital
Launch
Engagement: Develop Effort and Persistence.
Connect a new concept to one with which students have experienced success. For example, remind students about the sequence of translations and rotations that take
\(ABC\)
to
\(DEF\)
in the previous activity. Ask students how they can use the same idea to describe the sequence of translations and rotations that take parallelogram
\(ABCD\)
to
\(A’B’C’D’\)
.
Supports accessibility for: Social-emotional skills; Conceptual processing
Student Facing
For each question, describe a sequence of translations, rotations, and reflections that will take parallelogram
\(ABCD\)
to parallelogram
\(A'B'C'D'\)
.
1.
2.
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Print
Launch
Engagement: Develop Effort and Persistence.
Connect a new concept to one with which students have experienced success. For example, remind students about the sequence of translations and rotations that take
\(ABC\)
to
\(DEF\)
in the previous activity. Ask students how they can use the same idea to describe the sequence of translations and rotations that take parallelogram
\(ABCD\)
to
\(A’B’C’D’\)
.
Supports accessibility for: Social-emotional skills; Conceptual processing
Student Facing
For each question, describe a sequence of translations, rotations, and reflections that will take parallelogram
\(ABCD\)
to parallelogram
\(A'B'C'D'\)
.
[IMG]
[IMG]
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Student Facing
Are you ready for more?
In this unit, we have been focusing on rigid transformations in two dimensions. By thinking carefully about precise definitions, we can extend many of these ideas into three dimensions. How could you define rotations, reflections, and translations in three dimensions?
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Extension Student Response.
Activity Synthesis
Select previously identified students to share in this order:
Look for a single transformation that moves all the points at once.
Line up one or two points and then get stuck.
Systematically line up pairs of corresponding points, then use transformations with fixed points to line up edges.
For each strategy shared, focus on what question that strategy helps to answer or what is unique and valuable about that strategy.
If a student who shares looked for a single transformation, focus on the elegance of finding a single rigid motion, as well as inviting the student to share what was hard about their strategy.
If a student who shares got stuck, emphasize the strategic choice to try to line up just one or two points at a time, and why that might be easier than finding one or two more complicated transformations.
If a student who shares systematically lined up one point at a time using transformations with fixed points to ensure that previously lined-up points did not move, emphasize why this strategy could be used for lots of different starting conditions.
Speaking: MLR 7 Compare and Connect
. Use this routine when students present their sequence of translations, rotations, and reflections that will take parallelogram
\(ABCD\)
to parallelogram
\(A’B’C’D’\)
. Ask students to consider what is the same and what is different about the sequences of transformations. Draw students’ attention to the way that transformations are described precisely (that is, order, numbers, words). These exchanges strengthen students’ mathematical language use and reasoning about transformations.
Design Principle(s): Maximize meta-awareness


correct_option_index: 21